Concept of Learning

Abstract

This study explains the concept of learning in the light of the opinions of behaviourists, connectivists and<br />humanists. The researcher focused on key points of difference among the behaviourists themselves and other<br />schools of thought on the topic. For this purpose, the qualitative paradigm of research was used and method of<br />content analyses was applied. According to the behaviourists learning is not an active but passive process of<br />memorizing information that requires external reward. Understanding is merely seeing relationship or patterns<br />and applications requires not more than transfer of training. According to the humanists learning is a personal act<br />of individual to fully utilize his potential. It is essential that instructional activities should be based on the<br />learners’ basic needs for the success of the learning process. It is an unending curiosity that includes identifying,<br />discovering, drawing in from the outside world and making that which is drawn in a real part of Me. Learning<br />situation must allow the learner to move at a pace that best suited to him. It should provide opportunities for<br />continuous assessment and utilization of the feedback as a part of learning. Connectivists believe that learning is<br />a way of being. It is an ongoing pattern of attitudes and actions by individuals and groups which they employ to<br />deal with the surprising, new/novel, messy, obtrusive events and situations. It occurs in different of ways from<br />the practicing communities, personal networks, and through completion of work-related tasks. It is a continuous<br />process for a lifetime without separation from work related activities. They present a model of learning which<br />recognizes that learning is no longer an internal, individualistic activity. It provides an insight and skills to the<br />learners how to flourish and progress in a digital era of technology

The effect of integrated flipped classroom with local cultural values on character building in higher education

“…The Makassar-Buginese culture integrated into FCLCV is rich with educational values taught to Makassar-Buginese people from generation to generation to be always motivated to do good and be good (Abbas, 2013;Akib, 2016). The relationship between stimuli and responses becomes much more robust when training is provided (Behlol, 2010).The integration of local cultural values into learning is one way of character education that can give birth to generations who make culture a guide for life. Character education based on ethnopedagogy can positively impact students' and educators' school climate, morals, and behavior (Christen, 2018).…”

Effectiveness of Online Class and Physical Class during Covid-19 Pandemic

“…Learning can be explained as a quantitative increase in knowledge, memorizing of facts, skills, and methods that can be retained and used as necessary (Behlol & Dad, 2010 make teaching and learning activities effective, the teaching methods and delivery technique should be easy and accessible for all types of students. The concerned campus must organize training program to the faculties and students in order to makes its process easy, convenient, and familiarize to technology.…”

The interplay among management support and factors influencing organizational learning: an applied study

“…It is also seen as a process of controlling changes to maintain the ability to generate new knowledge and prepare the learner to solve work problems. It includes changes in ways people understand, test or perceive new phenomena (Behlol and Dad, 2010). Basically, the learning process improves and accelerates the knowledge acquiring for directing organizations’ future (Senge, 1990a).…”